Human Resource Development, Sixth Edition PDF

 Human Resource Development SIXTH EDITION JON M. WERNER...

 Human Resource Development SIXTH EDITION JON M. WERNER University of Wisconsin-Whitewater RANDY L. DESIMONE Rhode Island College Australia Brazil Japan Korea Mexico Singapore Spain United Kingdom United States Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Human Resource Development, © 2012, 2009, 2006 South-Western, Cengage Learning Sixth Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright Jon M. Werner and Randy L. DeSimone herein may be reproduced, transmitted, stored, or used in any form or by Vice President of Editorial, Business: any means graphic, electronic, or mechanical, including but not limited to Jack W. Calhoun photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except Publisher: Erin Joyner as permitted under Section 107 or 108 of the 1976 United States Copyright Senior Acquisitions Editor: Michele Rhoades Act, without the prior written permission of the publisher. 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For your course and learning solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com Printed in the United States of America 1 2 3 4 5 6 7 15 14 13 12 11 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  FOR BARBARA AND TAINA “Pass on what you heard from me … to reliable leaders who are competent to teach others.” (II Timothy 2:2; Message translation) Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  BRIEF CONTENTS Preface xi PART 1 Foundations of Human Resource Development 1 Chapter 1 Introduction to Human Resource Development 2 Chapter 2 Influences on Employee Behavior 34 Chapter 3 Learning and HRD 65 PART 2 Framework for Human Resource Development 105 Chapter 4 Assessing HRD Needs 106 Chapter 5 Designing Effective HRD Programs 139 Chapter 6 Implementing HRD Programs 166 Chapter 7 Evaluating HRD Programs 200 PART 3 Human Resource Development Applications 253 Chapter 8 Onboarding: Employee Socialization and Orientation 254 Chapter 9 Skills and Technical Training 287 Chapter 10 Coaching and Performance Management 321 Chapter 11 Employee Counseling and Wellness Services 355 Chapter 12 Career Management and Development 391 Chapter 13 Management Development 439 Chapter 14 Organization Development and Change 476 Chapter 15 HRD and Diversity: Diversity Training and Beyond 516 Glossary 547 Name Index 559 Subject Index 563 Endnotes 577 iv Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  CONTENTS Preface xi P A R T 1 Foundations of Human Resource Development 1 Chapter 1 Introduction to Human Resource Development 2 Introduction 3 The Progression Toward a Field of Human Resource Development 5 The Relationship Between Human Resource Management and HRD/Training 8 Human Resource Development Functions 10 Roles and Competencies of an HRD Professional 16 Challenges to Organizations and to HRD Professionals 22 A Framework for the HRD Process 26 Organization of the Text 29 Chapter 2 Influences on Employee Behavior 34 Introduction 35 Model of Employee Behavior 36 External Influences on Employee Behavior 38 Motivation: A Fundamental Internal Influence on Employee Behavior 45 Other Internal Factors That Influence Employee Behavior 57 Chapter 3 Learning and HRD 65 Introduction 66 Learning and Instruction 67 Maximizing Learning 70 Individual Differences in the Learning Process 83 Learning Strategies and Styles 90 Further Contributions from Instructional and Cognitive Psychology 94 v Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  vi Contents P A R T 2 Framework for Human Resource Development 105 Chapter 4 Assessing HRD Needs 106 Introduction 107 Strategic/Organizational Analysis 112 Task Analysis 117 Person Analysis 125 Prioritizing HRD Needs 132 The HRD Process Model Debate 133 Chapter 5 Designing Effective HRD Programs 139 Introduction 140 Defining the Objectives of the HRD Intervention 143 The “Make-Versus-Buy” Decision: Creating or Purchasing HRD Programs 147 Selecting the Trainer 150 Selecting Training Methods and Media 156 Preparing Training Materials 158 Scheduling an HRD Program 160 Chapter 6 Implementing HRD Programs 166 Introduction 167 Training Delivery Methods 168 On-The-Job Training (OJT) Methods 170 Classroom Training Approaches 174 The Lecture Approach 174 The Discussion Method 176 Audiovisual Media 177 Computer-Based Training (Classroom-Based) 187 Self-Paced/Computer-Based Training Media and Methods 188 Some Final Issues Concerning Training Program Implementation 193 Arranging the Physical Environment 193 Getting Started 196 Chapter 7 Evaluating HRD Programs 200 Introduction 201 The Purpose of HRD Evaluation 202 How Often Are HRD Programs Evaluated? 204 The Evaluation of Training and HRD Programs Prior to Purchase 204 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents vii Changing Evaluation Emphases 205 Models and Frameworks of Evaluation 205 Kirkpatrick’s Evaluation Framework 206 Other Frameworks or Models of Evaluation 208 Comparing Evaluation Frameworks 209 A Stakeholder Approach to Training Evaluation 213 Data Collection for HRD Evaluation 214 Data Collection Methods 214 Choosing Data Collection Methods 217 Types of Data 218 The Use of Self-Report Data 219 Research Design 220 Ethical Issues Concerning Evaluation Research 223 Assessing the Impact of HRD Programs in Monetary Terms 225 How Technology Impacts HRD Evaluation 234 Closing Comments on HRD Evaluation 236 Appendix 7–1 More on Research Design 241 Research Design Validity 241 Nonexperimental Designs 242 Experimental Designs 245 Quasi-Experimental Designs 248 Statistical Power: Ensuring that a Change will be Detected if One Exists 249 Selecting a Research Design 251 P A R T 3 Human Resource Development Applications 253 Chapter 8 Onboarding: Employee Socialization and Orientation 254 Introduction 255 Socialization: The Process of Becoming an Insider 257 Various Perspectives on the Socialization Process 262 The Realistic Job Preview 266 Chapter 9 Skills and Technical Training 287 Introduction 288 Basic Workplace Competencies 289 Basic Skills/Literacy Programs 290 Technical Training 294 Interpersonal Skills Training 306 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  viii Contents Role of Labor Unions in Skills and Technical Training Programs 312 Professional Development and Education 314 Chapter 10 Coaching and Performance Management 321 Introduction 322 The Need for Coaching 322 Coaching: A Positive Approach to Managing Performance 323 Coaching and Performance Management 324 Definition of Coaching 325 Role of the Supervisor and Manager in Coaching 327 The HRD Professional’s Role in Coaching 328 Coaching to Improve Poor Performance 328 Defining Poor Performance 329 Responding to Poor Performance 330 Conducting the Coaching Analysis 332 Maintaining Effective Performance and Encouraging Superior Performance 340 Skills Necessary for Effective Coaching 341 The Effectiveness of Coaching 344 Employee Participation In Discussion 345 Being Supportive 346 Using Constructive Criticism 346 Setting Performance Goals During Discussion 346 Training and the Supervisor’s Credibility 347 Organizational Support 347 Closing Comments on Coaching and Performance Management 347 Chapter 11 Employee Counseling and Wellness Services 355 Introduction 356 An Overview of Employee Counseling Programs 359 Employee Assistance Programs 362 Stress Management Interventions 370 Employee Wellness and Health Promotion Programs 374 Exercise and Fitness Interventions 376 Smoking Cessation 378 Issues in Employee Counseling 381 Closing Comments 386 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents ix Chapter 12 Career Management and Development 391 Introduction 392 Defining Career Concepts 396 Stages of Life and Career Development 399 Models of Career Development 404 The Process of Career Management 409 Roles in Career Management 413 Career Development Practices and Activities 415 Issues in Career Development 426 Delivering Effective Career Development Systems 431 Chapter 13 Management Development 439 Introduction 440 Describing the Manager’s Job: Management Roles and Competencies 442 Making Management Development Strategic 453 Management Education 454 Bachelor’s or Master’s Degree Programs in Business Administration 455 Executive Education Programs 457 Management Training and Experiences 459 Examples of Approaches Used to Develop Managers 465 Designing Effective Management Development Programs 471 Chapter 14 Organization Development and Change 476 Introduction 477 Organization Development Theories and Concepts 478 Model of Planned Change 483 Designing an Intervention Strategy 485 Types of Interventions: Human Process-Based 492 Types of Interventions: Techno-Structural 494 Types of Interventions: Sociotechnical Systems 496 Types of Interventions: Organizational Transformation 502 Whither Organization Development? 509 Chapter 15 HRD and Diversity: Diversity Training and Beyond 516 Introduction 517 Organizational Culture 518 Labor-Market Changes and Discrimination 520 Adapting to Demographic Changes 525 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  x Contents Cross-Cultural Education and Training Programs 535 Human Resource Development Programs for Culturally Diverse Employees 538 Other Human Resource Management Programs and Processes 542 Closing Comments 542 GLOSSARY 547 NAME INDEX 559 SUBJECT INDEX 563 ENDNOTES 577 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  PREFACE Employee skills and motivation are critical for organizational success. This has always been true, but the pace and volume of modern change is drawing increased attention to the ways that human resource development (HRD) activities can be used to ensure that organization members have what it takes to successfully meet their challenges. While there is solid evidence that HRD works, it is not a magic bullet. The challenges many organizations face are complex, and new dimensions, such as globalization and an increasingly diverse workforce, make it more difficult to ensure HRD efforts will succeed. Unless those responsible for training and development make informed choices about the content of a develop- mental experience and the methods of delivering it, the results of many HRD efforts will fail to meet expectations. Fortunately, there is a growing base of theory, research, and practical experi- ence to support HRD efforts. We wrote this book to help students, HRD profes- sionals, and managers at all levels take advantage of this knowledge and experience. We firmly believe that if they do so, they will increase their effectiveness, along with that of individuals with whom they work and the organizations of which they are a part. Intended Audience. We wrote Human Resource Development to serve primar- ily as a comprehensive text for undergraduate and graduate courses in business, management, public administration, educational administration, and other fields that prepare individuals to train and develop other people. As such, the book: Covers the entire field of HRD (as defined by two different competency stud- ies by the American Society for Training and Development), from orientation and skills training, to career development and organizational development Provides a clear understanding of the concepts, processes, and practices that form the basis of successful HRD Shows how concepts and theories can and have been put into practice in a variety of organizations Focuses on the shared role of line management and human resource specialists in HRD Reflects the current state of the field, blending real-world practices and up-to-date research In addition to being an appropriate text for academic courses, this book is an excellent resource for HRD professionals. It can serve as a comprehensive intro- duction for managers and supervisors who have had limited (or no) coursework or experience with HRD. Not only can they become better trainers and devel- opers, they will become more informed consumers of the HRD efforts offered by their organizations. xi Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  xii Preface Pedagogical Features. We have included a number of pedagogical aids in the text to enhance student learning and interest. These aids include: Learning objectives and opening questions at the beginning of each chapter An opening case in each chapter that places the contents of the chapter into a meaningful context Illustrations, examples, and boxed inserts throughout the book to help readers better assimilate the information A return to the opening case to provide closure and show how the chapter con- tents may be used to address the issues in the case A list of key terms and concepts at the end of each chapter End-of-chapter discussion questions to stimulate thought and provide students with an opportunity to discuss and apply the information in the chapter Exercises have been included in every chapter to provide further experience with applying materials from the text, or to see how the materials relate to a real-world setting A glossary of key terms and concepts is included at the end of the book Numerous examples from organizations, along with perspectives offered by organization leaders and HRD professionals, are used to reinforce concepts and demonstrate the importance of effective HRD to organizational success. New to the Sixth Edition. The sixth edition of this book has been updated to reflect the research and thinking on HRD theory and practice that has taken place since 2008. Information from more than 1,200 new sources has been added. Some examples of material added to the sixth edition are: A new case on the strategic HRD efforts at Kasikorn Bank of Thailand, plus updated discussions of ethical dilemmas in HRD, as well as certification as a learning professional (Chapter 1) Updated discussion of the many influences on employee behavior to include recent research (Chapter 2) A new case on learning and development at Caterpillar, Inc., plus a continued emphasis on individual learning styles and preferences, along with an updated discussion of how technology changes employee learning (Chapter 3) Revised discussions of needs assessment activities, especially in relation to changes caused by technological advances (Chapter 4) Updated information concerning the use of particular training topics and approaches used to design training and other HRD interventions (Chapter 5) A new case on Colliers International, plus updated coverage of major meth- ods of providing HRD programs, with expanded emphasis on experiential and computer-based training (Chapter 6) An emphasis on a stakeholder approach to HRD evaluation, and an expanded Kirkpatrick evaluation framework, while maintaining the emphasis on the use of Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Preface xiii return on investment (ROI) and utility estimates for communicating HRD effectiveness (Chapter 7) A new case on orientation at the Mayo Clinic, plus updated content con- cerning socialization, with expanded discussion of ways to effectively use technology in orientation programs (Chapter 8) A new case on customer service at Cisco Systems, Inc., as well as extensive up- dating concerning the various forms of skills and technical training (Chapter 9) A revised opening case on coaching scenarios, plus updated coverage of both coaching and performance management, as well as a new experiential exercise concerning developing performance management competence (Chapter 10) A new integrative case on wellness efforts at KPMG LLP, plus updated research on the need for, and effectiveness of, employee counseling and worksite health promotion programs to address such issues as alcohol and drug abuse, stress, hypertension, and fitness (Chapter 11) Updated discussion of the shifts occurring in career development, including the changing employment relationship, new models of career development, team-based career development, learning portfolios, and the individual’s responsibility in career development, plus a new career planning exercise called “The five-year resume” (Chapter 12) Updated discussions of the nature of managerial work, strategic management development, global management development, competency-based man- agement education, ethics instruction in management education, leadership development (including transformational leadership and experience-based approaches), as well as a new integrative case on training general managers at Bristol-Myers-Squibb (Chapter 13) Updated discussion of the concept of organizational development and change management in today’s business environment, plus a new integrative case concerning promotional problems at a metropolitan transit system (Chapter 14) An updated case and web assignment concerning global diversity efforts at IBM, while addressing current ways that organizations can go beyond diver- sity training to effectively manage diversity to serve the needs of all employ- ees (Chapter 15) We have worked hard to maintain the elements that made the previous edi- tions a useful and meaningful resource to students and practitioners, including clear writing, a comprehensive approach to HRD, a strong research base, and a balance between theory, research, and practice. To promote ease of reading, yet still provide easy access to the reference materials, all citations are included as endnotes at the end of the book. We welcome questions, comments, and suggestions from users and potential adopters of this book. You can reach Jon Werner at the Department of Manage- ment, University of Wisconsin-Whitewater, Whitewater, WI 53190, by tele- phone at (262) 472-2007, or by e-mail at [email protected]. You can reach Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  xiv Preface Randy DeSimone at the Department of Management & Marketing, Rhode Island College, 600 Mt. Pleasant Avenue, Providence, RI 02908, by telephone at (401) 456-9533, or by e-mail at [email protected]. Ancillaries. A number of excellent supplements have been developed to accompany the sixth edition. Instructor’s Manual with Test Bank. The Instructor’s Manual with Test Bank contains chapter outlines, sample syllabi, and follow-up materials for the opening cases and many of the exercises in the text. An updated test bank with ExamView is also available for the revision of the textbook. PowerPoint Slides. A detailed set of PowerPoint slides is available with the new edition of the textbook. These excellent teaching tools highlight key concepts from the textbook. The slide set is easy to customize to better meet the needs of your course. Student Website. A student support website accompanies the new edition of the textbook—students have access to flashcards, glossary terms, and brief quizzes for each chapter. CengageBrain. All ancillaries can be found at CengageBrain (www.cengagebrain. com). Acknowledgments. We are impressed by and grateful to the talented and dedicated team put together by Cengage Learning. We thank Michele Rhoades for her ongoing commitment to the project, and the South-Western leadership team for their support for a sixth edition of this book. We also thank Gretchen Swann, Marketing Manager, for her superb marketing of the text. Jeffrey Hahn deserves special thanks for his expert guidance in revising the text for the sixth edition. We are grateful to Pradhiba Kannaiyan and her team at PreMediaGlobal for their skill in shepherding the completed manuscript through the production process. And we also thank Joshua Parish, copyeditor and Lisa Thomas, proofreader of PreMediaGlobal for their expertise work. Many, many thanks to all of you! Jon Werner thanks his wife, Barbara, and his children, Hans, Noelle, and Abigail, for their love and support during the latest revision process. This was quite a year for all of us! To my wife: you are the best—period! To my children: as each of you develops into unique and delightful young adults, I want to express again how much you mean to me. Never forget: Ich liebe Euch—sehr viel! I thank my mother, Dorothy, for her sacrificial love and support throughout my life, and for her continued interest in this book. What a model you are of a successful career professional and loving mother. I thank mentors such as Ken Wexley, John Hollenbeck, and Dan Ilgen for shaping my academic career, as well as my uncle, Robert Davis, whose guidance and insights had such an impact on my life. I am grateful for the encouragement I have received from my depart- ment colleagues, and the support provided by my department chair, James Bronson, and my dean, Christine Clements. I thank Dick Wagner and Roger Yin for their assistance with particular topics in the text. I thank Ashley White Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Preface xv and Timothy Dunst for their valuable research assistance in finding new materials for the sixth edition. Randy DeSimone thanks his colleagues at Rhode Island College for their enthusiasm for this project. In particular, he thanks I. Atilla Dicle, Crist Costa, and Halil Copur, who each served as department chairperson during the devel- opment of this book, for their support, especially by way of sympathetic class scheduling and arranging release time from teaching. His department’s student assistants, Jen Richard and Beth Winsor, earned thanks for their help in doing some of the clerical tasks that were a part of producing a manuscript. Randy DeSimone thanks his family and friends for their support. In particular, he thanks his mother and father, Mary and Carmen DeSimone, for their continued love and support, and for their pride in the work that he has done. Thanks especially to his mother, who not only read the book, but put it to use in her work and encouraged her colleagues to do the same. How many management authors can say that? He is also grateful for the encouragement he has received from his brothers and sisters, aunts and uncles, and his wife’s mother and sister. Thanks are due to John Fiore, Marjorie Roemer, Meg Carroll, and David Blanchette for their support, friendship, and wisdom dur- ing the writing process. Above all, he thanks his wife and best friend, Taina, for her unwavering love, wisdom, and bedrock support. Thank you, Taina. Both Jon and Randy would like to express their gratitude to David M. Harris, coauthor on earlier editions of the book. Although no longer with us, David was instrumental in creating the kind of book you see before you. Even though it was the third edition that was “In Memorium” to David, we lift up his memory with thankfulness for what he did to create the first edition of the book. The publisher and the authors wish to acknowledge the following reviewers for providing extremely valuable input and suggestions on the development of this edition: David Putrich, St. Mary’s University Lashun R. Aron, ITT-Technical Institute H. M. Boyd, Bentley University Terry Lowe, Illinois State University Richard Kichline, California State University, Long Beach Sylvester Williams, Millersville University Machelle K. Schroeder, University of Wisconsin-Platteville Edward Ward, Saint Cloud State University Angela Boston, The University of Texas at Arlington Tracey Brinkach, York College of PA Amy Puderbaugh, Walden University David M. Kopp, Barry University School of Education David Radosevich, University of Wisconsin-Green Bay Atul Mitra, University of Northern Iowa Susan Dennett, Northwood University Robert W. Sopo, Baker College Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  FOUNDATIONS OF HUMAN PART 1 RESOURCE DEVELOPMENT 1 Introduction to Human Resource Development 2 Influences on Employee Behavior 3 Learning and HRD 1 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  INTRODUCTION TO HUMAN 1 RESOURCE DEVELOPMENT LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Define human resource development (HRD) 2. Relate the major historical events leading up to the establishment of HRD as a profession 3. Distinguish between HRD and human resource management (HRM) 4. Identify and describe each of the major HRD functions 5. Describe how HRD can be linked to the goals and strategies of an organization 6. Recognize the various roles and competencies of an HRD professional 7. Cite some of the contemporary challenges facing HRD professionals 8. Identify the major phases of the training and HRD process 2 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  CHAPTER 1 Introduction to Human Resource Development 3 OPENING CASE PART 1 FOUNDATIONS What makes one large bank different from other strong executive-level commitment to what they banks? How important are the size and resources have called an “HR roadmap,” where employees commanded by the bank, versus the bank leader- at all levels have a formal plan in place that guides ship, strategy, and even marketing that is done? As employees and their managers in their on-going of June, 2010, Kasikorn Bank in Thailand employed development efforts. OF HUMAN RESOURCE DEVELOPMENT over 15,000 employees in almost 800 branches in Bangkok and throughout Thailand. K-Bank, as it is Questions: If you were part of the leadership team at called, has done an impressive job of branding them- K-Bank, what types of human resource issues would selves, with a bright green “K–Excellence” and logo you like to see emphasized concerning bank employ- that are well-recognized throughout Thailand. Their ees? What types of training programs do you think mission statement is that they aim “to be a strong might be appropriate for training managers? How Thai financial group that provides a variety of finan- about for training employees? Why? Are there other cial services of world-class quality responsive to things that you would include in addition to formal train- serve customers’ needs by harmoniously combining ing (e.g., other types of developmental opportunities)? technology and human resources so as to achieve How might all of this fit into the business strategy (or optimal benefits to customers, shareholders, strategies) that the bank is pursuing? employees and the country” (2009 Annual Report, p. 1). Their leadership team has promoted a strong SOURCES: Personal communications with Mr. Somkiat Sirichatchai, Senior Executive Vice President, and Dr. Schwin Dhammanungune, linkage between their business strategy and their Director, Kasikorn Bank Board of Directors; Sthienrapapayut, T., & human resource management strategy. As part of Sahachaisaeree, N. (2010). Corporate strategy as design orientation of spatial function and environmental identity: A case of Kasikorn this, executives have actively supported the devel- Bank’s branch office in Bangkok. Procedia Social and Behavioral opment of “human resource capital,” including the Sciences, 5, 1294–1300; Kasikorn Bank (2011). Accessed on January 12, use of succession planning, career development, 2011 at: http://www.kasikornbank.com/EN/Pages/Default.aspx; Kasikornbankgroup Annual Report (2009). Assessed on January 12, training, performance management, and compensa- 2011 at: http://www.kasikornbank.com/en/investors/finaninfore- tion systems, among other things. There is also a ports/financialreportsannual/en00_k bank_all.pdf INTRODUCTION Have you ever: trained a new employee to do his or her job (either formally or informally)? taught another person how to use a new technology, for example, how to con- duct an effective PowerPoint presentation, set up a wireless Internet connec- tion, or use a hand-held device such as a Blackberry, an Android, or an iPod? attended an orientation session for new employees? taken part in a company-sponsored training program, for example, diversity training, sexual harassment awareness and prevention, or career development? gone through an experiential training experience, such as a “ropes” course or other outdoor learning experience? completed some type of career planning project or assessment, for example, a vocational interest inventory? participated in an organization-wide change effort, for example, your orga- nization was seeking to change its culture and move toward a flatter, more team-oriented structure? Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  4 PART 1 Foundations of Human Resource Development If you said “yes” to any of the previous questions, you’ve been involved in some form of human resource development. It is often said that an organization is only as good as its people. Organizations of all types and sizes, including schools, retail stores, govern- ment agencies, restaurants, and manufacturers, have at least one thing in common: they must employ competent and motivated workers.1 This need has become even stronger as organizations grapple with the challenges presented by a fast-paced, highly dynamic, and increasingly global economy. To compete and thrive, many organiza- tions are including employee education, training, and development as an essential part of their organizational strategy. The American Society for Training and Development (ASTD) estimates that U.S. organizations spent $134.1 billion on employee learning and development in 2008, and $125.9 billion in 2009.2 Human resource managers in large organizations ranked training and development as the most important functional area they had to deal with. This was followed in descending order by recruiting and selection, productivity and quality, succession planning, employee job satisfaction, compensation, globalization, and diversity.3 Alan Greenspan, former chairman of the U.S. Federal Reserve Board, stated that a “critical aspect of wealth creation in the United States, and doubtless globally, is the level of knowledge and skill of the popu- lation. Today, the knowledge required to run the economy, which is far more com- plex than in the past, is both deeper and broader than ever before. We need to ensure that education in the United States, formal or otherwise, is supplying skills adequate for the effective functioning of our economy.”4 What is human resource development? As a starting point, Richard Swanson has defined it as “a process for developing and unleashing human expertise through train- ing and development and organization development for the purpose of improving performance.”5 Learning is at the core of all HRD efforts (and will be the central focus of Chapter 3). Indeed, a major focus today is on workplace learning and perfor- mance. Jacobs and Park define workplace learning as “the process used by individuals when engaged in training programs, education and development courses, or some type of experiential learning activity for the purpose of acquiring the competence necessary to meet current and future work requirements.”6 For our purposes, then, human resource development (HRD) can be defined as a set of systematic and planned activities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands. Focused most broadly, HRD seeks to develop people’s “knowledge, expertise, pro- ductivity, and satisfaction, whether for personal or group/team gain, or for the bene- fit of an organization, community, nation, or, ultimately, the whole of humanity (p. 322).”7 HRD activities should begin when an employee joins an organization and continue throughout his or her career, regardless of whether that employee is an executive or a worker on an assembly line. HRD programs must respond to job changes and integrate the long-term plans and strategies of the organization to ensure the efficient and effective use of resources. In short, while training and development activities, or “T&D” for short, constitutes a major part of human resource develop- ment, activities such as coaching, career development, team building, and organiza- tion development also are aspects of human resource development. This chapter provides a brief history of significant events contributing to contemporary thought within the HRD field. We then discuss human resource Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  CHAPTER 1 Introduction to Human Resource Development 5 management and HRD structure, functions, roles, competencies, and process. PART 1 FOUNDATIONS We also discuss certification and education for HRD professionals. Next, we describe several critical challenges facing HRD professionals. Finally, we present a systems or process framework that can guide HRD efforts. THE PROGRESSION TOWARD A FIELD OF HUMAN OF RESOURCE DEVELOPMENT HUMAN RESOURCE DEVELOPMENT The term human resource development has been in common use since the 1980s. However, the concept has been around a lot longer than that. To understand its modern definition, it is helpful to briefly recount the history of this field. Early Apprenticeship Training Programs The origins of HRD can be traced to apprenticeship training programs in the eighteenth century. During this time, small shops operated by skilled artisans produced virtually all household goods, such as furniture, clothing, and shoes. To meet a growing demand for their products, craft-shop owners had to employ additional workers. Without vocational or technical schools, the shopkeepers had to educate and train their own workers. For little or no wages, these trainees, or apprentices, learned the craft of their master, usually working in the shop for several years until they became proficient in their trade. Not limited to the skilled trades, the apprenticeship model was also followed in the training of phy- sicians, educators, and attorneys. Even as late as the 1920s, a person apprenticing in a law office could practice law after passing a state-supervised examination.8 Apprentices who mastered all the necessary skills were considered “yeomen,” and could leave their master and establish their own craft shops; however, most remained with their masters because they could not afford to buy the tools and equipment needed to start their own craft shops. To address a growing number of yeomen, master craftsmen formed a network of private “franchises” so they could regulate such things as product quality, wages, hours, and apprentice-testing procedures.9 These craft guilds grew to become powerful political and social forces within their communities, making it even more difficult for yeomen to establish independent craft shops. By forming separate guilds called “yeomanries,” the yeomen counterbalanced the powerful craft guilds and created a collective voice in negotiating higher wages and better working conditions. Yeomanries were the forerunners of modern labor unions.10 Early Vocational Education Programs In 1809, a man named DeWitt Clinton founded the first recognized, privately funded vocational school, also referred to as a manual school, in New York City.11 The purpose of the manual school was to provide occupational training to unskilled young people who were unemployed or had criminal records. Man- ual schools grew in popularity, particularly in the midwestern states, because they were a public solution to a social problem: what to do with “misdirected” youths. Regardless of their intent, these early forms of occupational training established a prototype for vocational education. Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  6 PART 1 Foundations of Human Resource Development In 1917, Congress passed the Smith-Hughes Act, which recognized the value of vocational education by granting funds (initially $7 million annually) targeted for state programs in agricultural trades, home economics, industry, and teacher training.12 Today, vocational instruction is an important part of each state’s public education sys- tem. In fact, given the current concerns about a “skills gap” (especially for technical skills), vocational education has become even more critical at t